Outline

Overview

In this practice education unit, students mentor a Year 2 student to develop early practice skills in providing speech pathology services to individuals, families and communities. Students are required to demonstrate a level of independence managing a caseload and undertaking service level activities within the on-campus clinic. Strong reflective practice, reciprocal learning, communication, teamwork and participation in supervisory conferences with their practice educators and peers are integral to the unit.

Unit details and rules

Academic unit	Communication Sciences
Credit points	6
Prerequisites ?	CSCD3082 and (CSCD3083 or CSCD3084 or CSCD3089 or CSCD3101)
Corequisites ?	(CSD4052 or BHSC4012 or BHSC4013)
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Farida Pacey, farida.pacey@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Interactive oral	Capstone Interactive Oral Assessment Workplace scenario role play and verbal reflection	0%	Multiple weeks	N/A	AI prohibited
Outcomes assessed:
In-person practical or creative task	Professional Paperwork and Attendance Certificate CSCD4052 and CaPE Complete practice hours, WHS form, placement quality survey & CSCD4052 attendance certificate	0%	Multiple weeks	N/A	AI prohibited
Outcomes assessed:
Peer or expert observation or supervision	COMPASS® Competency standards assessment completed at mid and end semester	0%	Multiple weeks	Meeting up to 2 hours	AI prohibited
Outcomes assessed:
Presentation	Video reflection 3 minute oral reflection, recorded on video, responding to a question prompt	0%	Multiple weeks	3 minutes	AI allowed
Outcomes assessed:
Portfolio or journal	Portfolio Reflective portfolio demonstrating readiness to enter the profession	0%	Multiple weeks	N/A	AI allowed
Outcomes assessed:
Contribution	Attend all practice supervision sessions Attend practice supervision sessions on placement with practice educator and/or peers	0%	Multiple weeks	N/A	AI allowed
Outcomes assessed:
Attendance - accreditation or faculty requirement	Attendance at orientation and all appointments Attendance prior to/start of placement and client appointments	0%	Ongoing	N/A	Not applicable
Outcomes assessed:
= hurdle task ?

Assessment summary

Attendance at orientation and all appointments:
Attendance at orientation activities is required at the commencement of practice education to ensure students understand the requirements before placement starts and maximise the learning provided during their practice experience. Attendance is also required at service appointments as this is directly related to practice skill development. Participation in all activities is required.
Attendance at all practice supervision sessions: Meetings with practice educator and/or peers during placement help consolidate clinical skills and support ongoing case-management. Attendance and participation are required.
Professional paperwork and attendance certificate CSCD4052: At the conclusion of placement, students must complete and submit required paperwork.
- Practice education hours provide documentation of the number of hours completed providing services to individuals and communities on placement. This allows for tracking of experience across scope of practice throughout the degree. Students log hours twice, once at mid placement and once at end.
- Placement evaluation survey on SONIA - this allows for any systemic issues to be idenitified which can be addressed for future cohorts completing this unit.
- Students must upload a certificate of attendance which they will receive from attending 80% of lectures in CSCD4052. This unit supports workplace readiness for final year students and links pratice education and work readiness requirements.

COMPASS®:
COMPASS is the national assessment tool approved for use by Speech Pathology Australia. Each student’s skills are assessed using the COMPASS in the middle (for feedback) and at the end of the placement (final result). Nearing entry level is required for students in their penultimate placement and entry level is required for students in their final clinical placement on COMPASS®. Students who do not pass this assessment will receive a Fail grade for the unit, regardless of their completion of other assessment items.
*If this is not the student's final placement: 3 min video reflection
- Students must engage in a 3 minute oral reflection, recorded on video, responding to a question prompt issued to them ahead of the task.
** If this is the student's final placement: Portfolio, CaPE attendance and Interactive Oral Assessment
- The Portfolio provides evidence of a student's entry level competence and readiness to enter the profession as described by Speech Pathology Australia. Students submit an ePortfolio within one week of completion of their final placement
- Each year, Completion and Professional Entry (CaPE) activities and resources are provided to help students make the transition to graduate speech pathologist. Attendance and participation is required for students undertaking their final placements.
- Students in their final placement unit are required to complete an Interactive Oral Assessment (IOA). In this task, students are individually assessed on their readiness to enter the profession, through the examination of capabilities including their evidence-based practice skills, ability to transfer knowledge between practice areas, professionalism, critical thinking, and collaboration with individuals, families, and professionals. The task will be completed after completion of final placements.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

Grades awarded in this unit of study are either pass (SR) or fail (FR).

All assessments must be completed for a pass (SR) to be awarded. Failure to complete all assessments will result in a fail grade.

For more information see sydney.edu.au/students/guide-to-grades.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity	Learning outcomes
-	Assessment and intervention within speech pathology practice	Placement (72 hr)
-	Clinical mentoring of novice speech pathology student	Placement (18 hr)

Attendance and class requirements

Students are expected to undertake all components of this unit of study to their completion and in their entirety.

Absences

There are no “excused absences” from practice education. In the event of unforeseen or unavoidable circumstances, the following must happen:

You must inform your educator before the day starts.
You should clarify with the educator whether it is your responsibility to contact the individual /communities and cancel any relevant appointment(s).
For absences from one appointment you must reschedule in negotiation your practice educator. If you are absent from 2 or more; and/or 1 weeks’ worth of placement requirements, and for absences from non-repeatable activities such as practice supervision sessions or orientation, you must submit an application for Special Consideration online: http://sydney.edu.au/current_students/special_consideration/index.shtml
You will be required to supply the University’s Professional Practitioner’s Certificate (PPC) or alternate documentation to substantiate the reasons for your absence.
The student should notify their Unit of Study coordinator via email detailing the reason for their absence.

In general, you are expected to make up for any absences in negotiation with your practice educator. The amount of practice experience correlates closely with the ability to demonstrate skills. As such, evaluations may be affected by reduced attendance. In the event that absences interfere with progress in the acquisition of skills, you may be required to discontinue the unit of study and repeat it later in the course, when a suitable experience is available.

Withdrawal from the unit

There may be instances where students need to withdraw from a unit. This requires recommendation from the unit of study coordinator and will be considered on the merit of individual cases in consultation with the Program Director.

Generally, the unit is then repeated at a later stage in the course, when a suitable practice experience is available. If you have been given permission to terminate a unit part-way through the semester the following must occur:

you must attend one or more days to close off current cases and responsibilities
you must complete all written documentation related to individuals and/or communities, including progress notes, reports to final stage for signature any outstanding raw data
you must provide a summary of the service provided
Other requirements related to the specific experience may be required to ensure quality of care. It is your responsibility to fulfill these.
It is important for students to be familiar with the University policy and the faculty’s process for applying for special consideration. Visit the Faculty website for more information: http://sydney.edu.au/health-sciences/current-students/student-central/examinationassessments.shtml#_Special_consideration

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Lecture and other material related to practice experience

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. Demonstrate nearing entry or entry level* skills and professional conduct around evidence-based practice, compliance, safe practice, collaboration, communication, and record keeping, and advocacy.
LO2. Demonstrate nearing entry or entry level* skills of reflective practice and life-long learning, including self-awareness, learning goals, integration of knowledge, professional development, and peer and collegial learning.
LO3. Demonstrate nearing entry or entry level* skills in person/family/community-centred and culturally safe speech pathology practice, including assessment, diagnostics, reporting, and service planning and delivery. * Nearing entry level is required for students in their penultimate paediatric placement and entry level is required for students in their final clinical placement on COMPASS®.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.2. Comply with legislation, standards, policies and protocols 1.3. Provide safe and quality services 1.4. Collaborate with individuals, their supports, our colleagues and the community 1.5. Maintain high standards of communication, information sharing and record keeping 1.7. Advocate for optimal communication and swallowing 2.1. Demonstrate self-awareness 2.5. Acquire, critique and integrate knowledge from a range of sources 2.6. Engage in learning with colleagues, students and the community 3.1. Develop shared understanding of speech pathology 3.6. Support development of the profession
	Speech Pathology Australia Professional Standards (2021) - 2.1. Demonstrate self-awareness 2.2. Use critical reflection to inform professional development and practice 2.3. Plan personal development goals 2.4. Participate in professional development 2.5. Acquire, critique and integrate knowledge from a range of sources 2.6. Engage in learning with colleagues, students and the community 3.1. Develop shared understanding of speech pathology
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.2. Comply with legislation, standards, policies and protocols 1.3. Provide safe and quality services 1.4. Collaborate with individuals, their supports, our colleagues and the community 1.5. Maintain high standards of communication, information sharing and record keeping 1.6. Consider the needs of individuals and communities in clinical decision-making and practice 2.5. Acquire, critique and integrate knowledge from a range of sources 2.6. Engage in learning with colleagues, students and the community 3.1. Develop shared understanding of speech pathology 3.2. Assess communication and swallowing needs 3.3. Interpret, diagnose and report on assessments 3.4. Plan speech pathology intervention or service response 3.5. Implement and evaluate intervention or service response 3.6. Support development of the profession

Speech Pathology Australia Professional Standards (2021) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Provide ethical and evidence-based practice
1.1.b		We exercise informed ethical judgement consistent with the Speech Pathology Australia Code of Ethics.
1.1.g		We monitor and maintain our health and well-being for safe and effective practice.
1.2		Comply with legislation, standards, policies and protocols
1.2.b		We adhere to Speech Pathology Australia standards, policies and practice guidelines.
1.2.c		We carry out our roles and manage our workload in accordance with our workplace policies, priorities and protocols and subject to law.
1.3		Provide safe and quality services
1.3.f		We contribute to a learning environment in which our colleagues and students feel safe and supported to develop their skills, innovate and practise new approaches.
1.3.g		We demonstrate digital literacy across practice areas and tasks.
1.4		Collaborate with individuals, their supports, our colleagues and the community
1.4.c		We develop partnerships with individuals, communities, leaders and Elders to plan, develop, implement and monitor speech pathology practice.
1.4.d		We address conflict and respond to differences in perspectives in a proactive, respectful and timely manner.
1.5		Maintain high standards of communication, information sharing and record keeping
1.5.d		We maintain the confidentiality and privacy of individuals and communities in accordance with our professional duties and the law.
1.5.e		We recognise and respond when it is necessary to share information to safeguard individuals and the community in accordance with our professional duties and the law.
1.6		Consider the needs of individuals and communities in clinical decision-making and practice
1.7		Advocate for optimal communication and swallowing
1.7.a		We advocate for the role of the speech pathology profession and the needs of individuals and communities to employers, the community, legislators, policymakers and funders.
1.7.d		We collaborate with those experiencing vulnerability and disadvantage, individuals and communities to advocate for speech pathology services.
1.7.e		We collaborate with Aboriginal and Torres Strait Islander individuals and communities to advocate for and work towards equitable outcomes and development and delivery of speech pathology services that respond to contemporary needs, recognising community and cultural strengths and the ongoing impacts of colonisation and intergenerational trauma that may affect health and well-being.
2		Reflective practice and life-long learning
2.1		Demonstrate self-awareness
2.1.a		We can describe our own cultural identity, values, and personal biases and the culture of the system in which we work.
2.1.b		We demonstrate awareness of our personal and professional abilities and limitations and how they develop and change over time and across contexts.
2.2		Use critical reflection to inform professional development and practice
2.2.a		We use our awareness of our personal and professional abilities and limitations to inform our scope of practice, our professional development needs and our participation in professional supervision and mentoring.
2.2.b		We develop our reasoning and decision-making through critical reflection on our practice at an individual, team, organisational and policy level.
2.2.c		We reflect on and integrate insights into our practice regarding • the social, political, legal, cultural and organisational context of our work • the influence of culture, language and social background on experiences of communication and swallowing goals and needs • the impact of historical and current injustices, culture and language in our practice with Aboriginal and Torres Strait Islander peoples and communities.
2.3		Plan personal development goals
2.3.a		We establish, review and revise goals for our professional development, informed by insights from self-reflection; feedback from others; current and emerging evidence, policies and community priorities; and workplace practices and priorities.
2.3.b		We develop a plan to progress our professional development goals.
2.3.c		We advocate for our professional development needs.
2.4		Participate in professional development
2.4.a		We participate in professional development, supervision and/or mentoring to develop knowledge and skills relevant to our roles and to maintain currency.
2.4.b		We engage in development opportunities, supervision and mentoring to enable responsive and reflective services that meet the preferences and needs of people from diverse cultural, language and social backgrounds.
2.5		Acquire, critique and integrate knowledge from a range of sources
2.5.a		We acquire, critique and integrate knowledge from different sources to develop and inform our practice, including • contemporary theory • research, practice, evidence, outcomes, knowledges and experiences of individuals and their supports, and community members, leaders and Elders • speech pathology colleagues and colleagues from other disciplines • cultural, ethical, legal, policy and organisational knowledge and requirements.
2.5.b		We recognise limitations in the speech pathology evidence base relevant to our areas of practice.
2.6		Engage in learning with colleagues, students and the community
2.6.a		We participate in reciprocal learning with our speech pathology colleagues, colleagues from other disciplines, students, service users, their families and social networks, and community members, leaders and Elders.
3		Speech pathology practice
3.1		Develop shared understanding of speech pathology
3.2		Assess communication and swallowing needs
3.3		Interpret, diagnose and report on assessments
3.4		Plan speech pathology intervention or service response
3.5		Implement and evaluate intervention or service response
3.6		Support development of the profession

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Assessment category changes applied in line with new assessment standards

Additional information

This unit of study outline must be read in conjunction with the Medicine and Health Handbook: https://www.sydney.edu.au/handbooks/medicine_health/.

The handbook also includes specific practice education information about your course: https://www.sydney.edu.au/handbooks/medicine_health_PG/coursework_sz/speech_pathology.shtml .

All students are required to familiarise themselves with their academic responsibilities, and the academic policies governing their enrolment and progression. This handbook provides a direct link to the University of Sydney’s Coursework policy and Faculty provisions. All students are required to familiarise themselves with their academic responsibilities, and the academic policies and protocols governing their placements. When considering applications and appeals relating to these matters, it will be assumed that students understand their academic responsibilities and are familiar with these key policies and procedures.

Work, health and safety

As you are completing a health-related degree, there are checks and clearances you will need to complete before you can undertake practice experiences. You can find more information at: https://www.sydney.edu.au/students/clinical-placement-checks.html

This includes:

a current CPR certificate
a current certificate following a National Police Check
compliance with the current Working with Children requirements:

https://www.kidsguardian.nsw.gov.au/child-safe-organisations/working-with-children-check

Further, students must have an up-to-date declaration (in Sonia) that they have read and understood key documents related to privacy and confidentiality, codes of conduct, NSW Health policies and general communication/ email etiquette.

Failure to meet these requirements may prevent you from being allocated to and/or completing a placement or unit of study, students who have a status of Not Compliant will NOT be able to attend placements.

Consistent with New South Wales WHS legislation, you are required to complete a WHS induction within the first few days of placement, and if relevant, at any time your placement requires you to work in another setting. This is an essential legal requirement to ensure that all risks are minimised for you, and others for whom you are responsible. The University has a duty of care to you to ensure you have been inducted appropriately. Similarly, you are responsible for demonstrating that you are aware of and know how to manage risk appropriately. You should complete the WHS Checklist from Sonia.

Under NSW Health’s updated policy, all students on placement must have evidence of three TGA approved COVID-19 vaccinations, or an exemption, entered into ClinConnect.

Students will be allowed to start placement if they have had two doses of a TGA approved or recognised COVID-19 vaccine and completed all other vaccination requirements and submitted a written undertaking to complete the COVID-19 vaccination requirements for dose three within six weeks of the dose 3 due date. Students will not be allowed to continue their placement if they have not had their third dose within 32 weeks after their second dose. More information can be found here: https://www.sydney.edu.au/students/clinical-placement-checks/vaccinations.html

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

CSCD4053: Advanced Practice Clinical I

Semester 1, 2026 [Professional practice] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links